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The Australian Curriculum

Digital Technology Version 8

Learning Areas TechnologiesSubjects Digital TechnologiesYear Levels Foundation - Year 2, Year 3 - Year 4, Year 5 - Year 6

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Pialba State School Curriculum – Digital Technologies V8.0, 2018

The Australian Curriculum – Digital Technologies: Overview

RationaleTechnologies enrich and impact on the lives of people and societies globally. Australia needs enterprising individuals who can make discerning decisions about the development and use of technologies and who can independently and collaboratively develop solutions to complex challenges and contribute tosustainable patterns of living. Technologies can play an important role in transforming, restoring and sustaining societies and natural, managed and constructed environments. The Australian Curriculum: Technologies ensures that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. By applying their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, they develop knowledge, understanding and skills to respond creatively to current and future needs.The practical nature of the Technologies learning area engages students in critical and creative thinking, including understanding interrelationships in systems when solving complex problems. A systematic approach to experimentation, problem solving, prototyping and evaluation instils in students the value of planning and reviewing processes to realise ideas.All young Australians should develop capacity for action and a critical appreciation of the processes through which technologies are developed and how technologies can contribute to societies. Students need opportunities to consider the use and impact of technological solutions on equity, ethics, andpersonal and social values. In creating solutions, as well as responding to the designed world, students consider desirable sustainable patterns of living, and contribute to preferred futures for themselves and others.

This rationale is extended and complemented by specific rationales for each Technologies subject.

AimsThe Australian Curriculum: Technologies aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

investigate, design, plan, manage, create and evaluate solutions are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future engage confidently with and responsibly select and manipulate appropriate technologies − materials, data, systems, components, tools and equipment − when designing and creating solutions critique, analyse and evaluate problems, needs or opportunities to identify and create solutions.

These aims are extended and complemented by specific aims for each Technologies subject.

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Digital Technologies: Achievement standards (Prep – Year 3 V8.0)Pr

ep Y

ear t

o Ye

ar 2

By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet a range of present needs. They list the features of technologies that influence design decisions and identify how digital systems are used.Students identify needs, opportunities or problems and describe them. They collect, sort and display familiar data from a range of sources and recognise patterns in data. Students record design ideas using techniques including labelled drawings, lists and sequenced instructions. They design solutions to simple problems using a sequence of steps and decisions. With guidance, students produce designed solutions for each of the prescribed technologies contexts. Students evaluate their ideas, information and solutions on the basis of personal preferences and provided criteria including care for the environment. They safely create solutions and communicate ideas and information face-to-face and online.By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways. Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments.

Year

3 –

Yea

r 4

By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs. They describe features of technologies that influence design decisions and how a range of digital systems can be used.Students outline and define needs, opportunities or problems. They collect, manipulate and interpret data from a range of sources to support decisions. Students generate and record design ideas for an audience using technical terms and graphical and non-graphical representation techniques including algorithms. They plan a sequence of steps (algorithms) to create solutions, including visual programs. Students plan and safely produce designed solutions for each of the prescribed technologies contexts. They use identified criteria for success, including sustainability considerations, to judge the suitability of their ideas, solutions and processes. Students use agreed protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and onlineBy the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways. Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.

Year

5 –

Yea

r 6

By the end of Year 6, students explain how social, ethical, technical and sustainability considerations influence the design of solutions to meet a range of present and future needs. They explain how the features of technologies influence design decisions and how digital systems are connected to form networks.Students describe a range of needs, opportunities or problems and define them in terms of functional requirements. They collect and validate data from a range of sources to assist in making judgements. Students generate and record design ideas for specified audiences using appropriate technical terms, and graphical and non-graphical representation techniques including algorithms. They plan, design, test, modify and create digital solutions that meet intended purposes including user interfaces and a visual program. Students plan and document processes and resources and safely produce designed solutions for each of the prescribed technologies contexts. They negotiate criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas, solutions and processes. Students use ethical, social and technical protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types.Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.

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Digital Technologies: Scope & Sequence (Prep – Year 6 V8.0)Knowledge & Understanding

Prep Year Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Recognise and explore digital systems (hardware and software

components) for a purpose (ACTDIK001) Recognise and explore patterns in data and represent data as

pictures, symbols and diagrams (ACTDIK002)

Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)

Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)

Examine how whole numbers are used to represent all data in digital systems (ACTDIK015 )

Process & Production SkillsPrep Year Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)

Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)

Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)

Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)

Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)

Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)

Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)

Design a user interface for a digital system (ACTDIP018 )

Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019 )

Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020 )

Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021 )

Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022 )

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Content Descriptions and Elaborations V8.0 Australian Curriculum

Focus: Knowledge & UnderstandingContent Descriptors (bolded) and elaborations

Prep – Year 2(ACTDIK001)

(ACTDIK002)

Recognise and explore digital systems (hardware and software components) for a purpose playing with and using different digital systems for transferring and capturing data, for example using a tablet to take a photograph of a

grandparent and recording an interview with them about life in the past exploring and using digital systems for downloading and storing information, for example knowing how to download images from a website

and inserting them into a document; saving and retrieving data exploring and identifying hardware and software components of digital systems when creating ideas and information, for example

experimenting with different ways of providing instructions to games software using a mouse, touch pad, touch screen, keyboard, stylus, or switch scanning device, and using different software to manipulate text, numbers, sound and images

recognising and using hardware and software components of digital systems and experimenting with their functions, for example playing with interactive toys and robotic devices to determine which ones can work with other devices

recognising that a digital system follows instructions or commands, for example instructing robotic toys to perform a function such as a dance movement

constructing a model of a real or imaginary digital systems device for use in role-play scenarios and explaining the features of the device to an adult

Recognise and explore patterns in data and represent data as pictures, symbols and diagrams sorting objects and events based on easily identified characteristics and using digital systems to represent patterns in data, for example sorting

birthdates and presenting the patterns using seasonal symbols making generalisations about data sets, for example comparing different ways of travelling to and from school using classroom data, discussing

results and finding patterns in modes of travel experimenting with different ways of representing patterns, for example using materials, sounds, movements or drawing exploring with patterns of objects or symbols to represent data, for example the symbol 12 may represent different data to 21, or that an email

address has a name followed by an @ symbol followed by another type of name creating different patterns using the same elements, for example using patterns of coloured counters to communicate and give meaning such

as a response of ‘yes’ or ‘no’ learning about how data are represented by changing pixel density (resolution) in a photograph with support and noting the change in file size

to successfully email to a friend

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http://www.scootle.edu.au/ec/search?accContentId=ACTDIK002




Year 3 – Year 4(ACTDIK007

(ACTDIK008)

Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data using different peripheral devices to display information to others, for example using a mobile device, interactive whiteboard or a data

projector to present information using specific peripheral devices to capture different types of data, for example using a digital microscope to capture images of living

and non-living things experimenting with different types of digital system components and peripheral devices to perform input, output and storage functions,

for example a keyboard, stylus, touch screen, switch scan device or joystick to input instructions; a monitor, printer or tablet to display information; a USB flash drive and external hard drive as storage peripheral devices

recognising that images and music can be transferred from a mobile device to a computer, for example using a cable to connect a camera and computer to upload images for a photo story

Recognise different types of data and explore how the same data can be represented in different ways recognising that numbers, text, images, sounds, animations and videos are all forms of data when stored or viewed using a digital

system using a table to reorganise information that includes sentences, and/or words, and/or numbers and/or images recognising representations of different types of data such as waves for sound exploring codes and symbols that are representations of data, for example morse code and semaphore and how similar symbols in

Aboriginal and Torres Strait Islander art can represent different concepts depending on the context, for example three circles, drawn as lines, can represent ants, fruit, flowers or eggs depending on the art region

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Year 5 – Year 6(ACTDIK014)

(ACTDIK015)

Examine the main components of common digital systems and how they may connect together to form networks to transmit data describing digital systems as having internal and external components that perform different functions, for example external components for

inputting data including keyboard, microphone, stylus; internal processing components including the central processing unit; external output components including speakers, projector, screen; and data and information storage components including cloud and external devices

explaining how data may be transmitted between two digital systems in different ways, for example that wires or cables are used in wired networks to transfer data from one digital system to another, and radio waves are used to transmit data in wireless or mobile networks

investigating how the internal and external components of digital systems are coordinated to handle data, for example how a keyboard, central processing unit and screen work together to accept, manipulate and present data and information

investigating how emerging digital systems work, for example using an augmented reality app (or blended reality) and considering how images of real-world objects can be blended with computer-generated information to produce a virtual reality

Examine how whole numbers are used to represent all data in digital systems recognising that digital systems represent all types of data using number codes that ultimately are patterns of 1s and 0s (called binary digits,

which is why they are called digital systems) explaining that binary represents numbers using 1s and 0s and these represent the on and off electrical states respectively in hardware and

robotics recognising that the numbers 0, 1, 2 and 3 could be represented by the patterns of two binary digits of 00, 01, 10 and 11 representing whole numbers in binary, for example counting in binary from zero to 15, or writing a friend’s age in binary exploring how division by two can be used as a technique to determine the binary representation of any whole number by collecting

remainder terms representing the state of an object in a game as active or inactive using the respective binary values of 1 or 0

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Focus: Processes and Production SkillsContent Descriptors (bolded) and elaborations

Prep – Year 2

(ACTDIP003)

(ACTDIP004)

Collect, explore and sort data, and use digital systems to present the data creatively collecting, and sorting data through play, for example collecting data about favourite toys and sorting them into categories such as toys they

like or dislike locating and purposefully using visual or text data, for example searching through a digital photo library to select an image, taking into account

cultural considerations such as awareness of appropriate use of images and audio recordings of deceased persons exploring, imagining and comparing the usefulness of different data displays, for example jointly creating simple column graphs and picture

graphs to represent different types of items exploring and creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting

the results as a picture graph using digital systems to organise data to improve meaning, for example using word processing software to create a list of tasks or visualisation

software to create a mind map (diagram) showing relationships between characters in a story using common software to present data creatively, for example as a slideshow, movie, sounds, image, chart, word art, poster or drawing

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems experimenting with very simple, step-by-step procedures to explore programmable devices, for example providing instructions to physical or

virtual objects or robotic devices to move in an intended manner, such as following a path around the classroom writing and entering a simple set of instructions jointly to sequence events and instructions, for example scanning personal photographs and

collating and ordering significant personal events or milestones and describing the steps involved in the process presenting a sequence of instructions or events in a series of slides or screens with text and pictures recognising sequences of instructions or events that are commonly experienced such as the sequence of traffic lights or instructions for

recording a TV show or how their lunch order is taken and delivered following a series of instructions to use a piece of hardware or software, for example taking a photograph, editing and storing it to include in a

slow motion

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http://www.scootle.edu.au/ec/search?accContentId=ACTDIP004




Prep – Year 2

(ACTDIP005)

(ACTDIP006)

Explore how people safely use common information systems to meet information, communication and recreation needs sharing and describing ways that common information systems can be used to meet communication needs, for example computers can be

used as phones and social networking tools allowing communication between families living in different regions recognising and discussing the need for cyber-safety when using online information systems, for example recognising that shared personal

information can be used for undesirable purposes and that using a password is a means of protecting identity recognising safe ergonomic practices when children are playing with information systems, for example recognising the need to take regular

breaks to avoid eye strain and repetitive strain injuries discussing how a range of information systems support personal needs and impact on others, for example text to speech software for people

with vision loss sharing ideas about the ways information systems are being used by families and friends in everyday life, for example comparing current digital

play equipment with play equipment of 20 years ago

Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments

using different types of data to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message

planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story

making ethical decisions when using images for public viewing and using the work of others, for example asking the question ‘What is fair and just?’ to compare images of events or activities and decide whether or not to publish

participating in safe online environments, for example sharing ideas and information through intranets, messaging only to people they know, bookmarked websites and moderated online spaces

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Year 3 – Year 4(ACTDIP009

(ACTDIP010)

Collect, access and present different types of data using simple software to create information and solve problems selecting appropriate formats or layout styles to present data as information depending on the type of data and the audience, for example

lists, tables, graphs, animations, info graphics and presentations using different techniques to present data as information, for example creating a column chart in a spreadsheet by colouring cells to represent

different items improving the appearance and usability of data, for example using colour, headings and labelling of images to organise and accurately identify

data using software to sort and calculate data when solving problems, for example sorting numerical and categorical data in ascending or

descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet or database software

exploring different online sources to access data, for example using online query interfaces to select and retrieve data from an online database such as a library catalogue or weather records

recognising that all types of data are stored in digital systems and may be represented in different ways such as files and folders with names and icons

Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them explaining what the problem is and some features of the problem, such as what need is associated with the problem, who has the problem and

why describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example to show the order of events in a

game and the decisions that a player must make experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions

for a programmable robotic device explaining to others how to follow technical instructions, for example how to capture and download images from a mobile device defining and describing the sequence of steps needed to incorporate multiple types of data in a solution, for example sequencing the steps in

selecting and downloading images and audio to create a book trailer

9





Year 3 – Year 4(ACTDIP011)

(ACTDIP012)

(ACTDIP013)

Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input designing and implementing a simple interactive digital solution using a visual programming language, for example preparing the content and

design of a simple guessing game that provides options in English and an Asian language using different design tools to record ways in which digital solutions will be developed, for example creating storyboards or flowcharts to

record relationships or instructions about content or processes exploring common elements of standard user interfaces that are familiar and appeal to users, for example navigation links on the left and top

of web pages to help users interact with the site implementing programs that make decisions on the basis of user input or choices such as through selecting a button, pushing a key or moving a

mouse to ‘branch’ to a different segment of the solution creating options for users to make choices in solutions, for example a user input and branching mechanism such as buttons in a slideshow

Explain how student solutions and existing information systems meet common personal, school or community needs investigating how information systems are used in communities and explaining what needs are being met, for example students jointly

creating a short survey and collecting data about how many community residents use the online library borrowing system to download e-books and why they do or do not

imagining and considering alternative uses and opportunities for information systems used in the classroom, for example visiting a virtual museum and being able to feel the texture of historical Asian objects or to view Aboriginal and Torres Strait Islander artworks

exploring information systems that suit particular home or personal needs, for example using speech recognition software that can help speakers whose language background is not English, or a system to monitor energy or water consumption in the home

testing the adequacy of student solutions, for example asking a classmate to review a digital solution and provide feedback

Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging

personal data such as photographs, addresses, and names and recognising that all digital interactions are difficult to erase (digital footprints) using a range of online tools to share information and being aware that information may be received at different times, for example adding

entries to a class blog, participating in a web conference or online chat with an author, or participating in a forum on a specific topic organising and creating different types of information for sharing and collaborating online, for example planning the sequence and appearance

of an animation, and sharing it online with students from another school managing a project that involves students working together to publish online, for example identifying how group members can help each other

to avoid delays in finishing the project discussing digital citizenship rules and behaviours for participating in an online environment, for example not using all capital letters when

expressing a strong viewpoint about a contentious matter and ensuring that the audience is aware of your identity making ethical decisions when faced with reporting inappropriate online behaviour or acknowledging digital products created by others, for

example making a decision based on how individuals would like to be treated by others

10






Year 5 – Year 6

(ACTDIP009)

(ACTDIP010)

Collect, access and present different types of data using simple software to create information and solve problems selecting appropriate formats or layout styles to present data as information depending on the type of data and the audience, for example

lists, tables, graphs, animations, info graphics and presentations using different techniques to present data as information, for example creating a column chart in a spreadsheet by colouring cells to represent

different items improving the appearance and usability of data, for example using colour, headings and labelling of images to organise and accurately identify

data using software to sort and calculate data when solving problems, for example sorting numerical and categorical data in ascending or

descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet or database software

exploring different online sources to access data, for example using online query interfaces to select and retrieve data from an online database such as a library catalogue or weather records

Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them checking existing solutions to identify features that are transferable to new but similar digital solutions, for example identifying if there are any

similarities (such as user age and special requirements) between an existing game and a new game to be created – in terms of the types of data and the needs of the users

investigating characteristics of user interfaces that are common for particular types of problems, for example, touch screens – many people respond more intuitively than when using a keyboard or stylus; and the consistent placement of symbols helps with performing actions that require speed, for example in games

using and interpreting data, establishing the root cause of a problem, for example using an annotated diagram to identify omissions, duplications or mismatches of data

describing in simple terms the nature of a problem and what a solution needs to achieve, for example what need the problem is associated with, who the solution is needed for, what data are needed and what features the solution would need to include

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Year 5 – Year 6

(ACTDIP011)

(ACTDIP012)

Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input designing and implementing a simple interactive digital solution using a visual programming language, for example preparing the

content and design of a simple guessing game that provides options in English and an Asian language using different design tools to record ways in which digital solutions will be developed, for example creating storyboards or flowcharts

to record relationships or instructions about content or processes exploring common elements of standard user interfaces that are familiar and appeal to users, for example navigation links on the left

and top of web pages to help users interact with the site implementing programs that make decisions on the basis of user input or choices such as through selecting a button, pushing a key or

moving a mouse to ‘branch’ to a different segment of the solution creating options for users to make choices in solutions, for example a user input and branching mechanism such as buttons in a

slideshow

Explain how student solutions and existing information systems meet common personal, school or community needs investigating how information systems are used in communities and explaining what needs are being met, for example students jointly

creating a short survey and collecting data about how many community residents use the online library borrowing system to download e-books and why they do or do not

imagining and considering alternative uses and opportunities for information systems used in the classroom, for example visiting a virtual museum and being able to feel the texture of historical Asian objects or to view Aboriginal and Torres Strait Islander artworks

exploring information systems that suit particular home or personal needs, for example using speech recognition software that can help speakers whose language background is not English, or a system to monitor energy or water consumption in the home

testing the adequacy of student solutions, for example asking a classmate to review a digital solution and provide feedback

12





Year 5 – Year 6

(ACTDIP013)

Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging

personal data such as photographs, addresses, and names and recognising that all digital interactions are difficult to erase (digital footprints) using a range of online tools to share information and being aware that information may be received at different times, for example adding

entries to a class blog, participating in a web conference or online chat with an author, or participating in a forum on a specific topic organising and creating different types of information for sharing and collaborating online, for example planning the sequence and appearance

of an animation, and sharing it online with students from another school managing a project that involves students working together to publish online, for example identifying how group members can help each other

to avoid delays in finishing the project discussing digital citizenship rules and behaviours for participating in an online environment, for example not using all capital letters when

expressing a strong viewpoint about a contentious matter and ensuring that the audience is aware of your identity making ethical decisions when faced with reporting inappropriate online behaviour or acknowledging digital products created by others, for

example making a decision based on how individuals would like to be treated by others

End

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